Abstract
Science teaching needs to be able students having knowledge and understanding. Also, students have to develop their thinking skills it should help students meet real science through inquiry-based pedagogical process. This study aims to (i) investigate effective teaching criterion through inquiry-based teaching at 80/80, (ii) find out effectiveness index of inquiry-based teaching, (iii) compare analytical thinking between before and after students had learned by inquiry-based learning activities, and (iv) study learning satisfaction of second grade students after they had learned through inquiry method. Participants of the study were 10 second grade students, sampled by purposive sampling technique. Research instruments comprised of 8-lesson plan, 20-item achievement test, 20-item analytical thinking test, and 15-item questionnaire on learning satisfaction. Data were gathered and analyzed by Wilcoxon Matched Pairs Singed–Ranks Test. Results revealed that inquiry-based learning activities had effective criterion at 84.46/82.50; effectiveness index of inquiry-based learning activities was 0.5200; post test score of achievement test higher than those pre test score at .05 statistical significance level; and students had learning satisfaction on inquiry-based learning activities at highest level. It can be concluded that inquiry-based learning activities promoted students in terms of both cognitive, analytical thinking, and learning satisfaction. It should be suggested in for pedagogical preparation and incorporate it into science curriculum.
Highlights
Science teaching needs to be able students having knowledge and understanding
The National Academy of Sciences and National Research Council (1996) determined that inquiry-based learning should be leaded learners engaged by scientifically oriented questions, to have the ability to determine what data allows them to develop scientific explanations, to have students’ ability to formulate their own explanations from obtained evidence, can expand their findings and relate those findings to similar situations, and be able to communicate their findings to others in class, to present at the entire class, or written laboratory reports
This study aims to (i) investigate effective teaching criterion through inquiry-based teaching at 80/80, (ii) find out effectiveness index of inquiry-based teaching, (iii) compare analytical thinking between before and after students had learned by inquiry-based learning activities, and (iv) study learning satisfaction of second grade students after they had learned through inquiry method
Summary
Science teaching needs to be able students having knowledge and understanding. students have to develop their thinking skills, it should help students meet real science through inquiry-based pedagogical process. Inquiry-based learning allows students’ learning by doing, is relied on Dewey’s school life and on that students learn how to solve problems by themselves (Dewey, 1938) This method is a complex but realistic process in which students use their prior knowledge and scientific theories to generate new understandings of science (Yoshina and Harada, 2007). Inquiry-based learning provides teachers with a way of assisting their students in the association of theories taught in the classroom with laboratory experiences It is a realistic method of instructing science which allows students to establish connections between prior knowledge and scientific descriptions of the world when compared with traditional methods (Clymer and William, 2007). The results of study can engage students in terms of both cognitive, analytical thinking, and learning satisfaction
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